Four phases of video streaming

Abstract

This article examines video streaming in teaching situations with varying degrees of student activation ranging from lectures to team-based learning. The article is a case study of the implementation of video streaming at the Department of Medicine, Aarhus University. The aim of the article is to develop a model of video streaming in student-centered teaching. The research question is what characterizes the phases of video streaming in relation to student-centered teaching? The article develops a model with four phases of video streaming based on the case study and the literature on learning design. The article argues that both educators, e-moderators and students play a role in making video streaming a useful teaching technology. There are advantages to embedding the technology in a social educational context in relation to roles and phases of teaching. In collaboration with educators, instructional developers must learn to see the possibilities of video streaming from the perspective of the instructional process.